Background: The training of healthcare professionals impacts the health of individuals with intellectual disabilities (ID). This study presents an analysis of how medical students at the University of the Witwatersrand, Johannesburg, South Africa, are trained to treat this marginalised population. Methods: This was an exploratory qualitative study using multiple methodologies, including a curricular review, 18 purposively selected key informants' interviews, and 3 focus group discussions, with medical students across 4 relevant teaching departments. Using Lennox and Diggens' curricular framework, thematic content analysis was conducted to identify dominant themes and subthemes. Results: Of Lennox and Diggens' 15-point model of knowledge, skills, and attitudes, 3 aspects were not taught, and attitudes fared the most poorly whereas skills fared the strongest. Differences in the quality and nature of training offered on clinical rotations were highlighted, and the practical exposure to patients with ID was found to be limited. Conclusions: The shortfalls in content and unplanned clinical exposure suggest that a more focused teaching approach to people with ID will result in greater competence and confidence in graduates.